UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

Common Core State Standards
Kindergarten, Reading Language Arts: 1) With prompting and support, students will be able to ask and answer
questions about key details in a text.
Kindergarten, Reading Language Arts: 2) With prompting and support, students will be able to retell familiar
stories, including key details.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will be able to ask and answer questions about key details in a text.
Students will be able to use sequence words such as: first, next, after, and lastly when retelling details
from the story as well as retelling details from the whole group activity.
Students will build and expand their vocabulary words that will enable them to better understand the
text.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
After the read aloud and the City of Room 12s Neighborhood Tour, students will be asked to sequence the text
and the activity using the words, First, Next, Then, Lastly. While the students are sequencing they will also be
retelling the details of the text and the activity. Students will continuously be using the vocabulary words in
their answers and share-outs. Students will be given a writing assignment where they must write a letter to
their favorite character and in the letter they must use one of the equipment words associate with that
character.
What modifications of the above assessment would you use for language learners and/or
students with special needs?
Language learners and/or students with special needs would be given visual aids and representations to
understand concepts/vocabulary words being taught throughout the lesson. This will enable language learners
to have a deeper understanding of the vocabulary words through the use of pictures throughout the lesson.
There will be a board with the characters and pictures/label of the equipment the characters use throughout the
course of the lesson. This along with sentence frames will allow language learners or students with special
needs be given the extra support in their writing assignment.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students have already been introduced to the neighborhood theme from the previous days lesson. Students
have done sequencing and retelling activities in previous lessons. Students have also done activities where they
had to sort pictures to a certain category that will help them in the opening move activity.
Strategy to connect school learning with prior experiential knowledge and/or cultural
background
Students also have an understanding of the different jobs in the neighborhood that will be discussed throughout
the course of the lesson (firefighters, librarian, police officer, and post officer). Students will also be familiar
with most, if not all, of the equipment that are associated with the different jobs.
Pre-assessment strategy
Teacher will be able to assess who understands certain vocabulary words from the opening moves activity.
Teacher will also ask students why they decided to categorize their equipment with the character they have
chosen. Teacher will also be implementing pair share during the read aloud which will focus on how students
are able to retell details they have seen in the story.
Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be
explicitly taught?
Students will be explicitly taught vocabulary words such as: Neighborhood, jobs, equipment, and sequence
words such as First, Next, Then, and Lastly and how these words are used to help students order the story as
well as retell details.
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
Teacher will provide opportunities for students with different multiple intelligences. Students who are audial
learners will be able to listen to the story being presented. Students who are kinesthetic learners will be able to
walk around during the neighborhood tour. Students who are visual learners will have visual aids and
representations throughout the lesson. Teacher will have opportunities for individual, pair, small group, and
whole group activities. Teacher will differentiate questions throughout the course of the lesson. Those who are
struggling, teacher will always have a board with the different vocabulary words, equipment pictures and labels
categorized by the characters in the book. Teacher will also support struggling students with sentence frames
during independent writing time. Students who want a challenge may be independent from using sentence
frames, can write multiple letters to different characters, and can be challenged to add new equipment that were
not previously used during the lessons.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential
backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and
build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive
understanding.

List what the teacher will be doing and what the students will be doing.
Time


2
mins








2-3
mins








2
mins







5-7
mins





















5-7
mins




Teacher


Teacher will briefly review the
previous days lesson and vocabulary
word neighborhood that was
introduced. (Ex: Ask students what
they see in their neighborhood.
Markets, houses, apartments stores
etc) Teacher will also have a picture
of a neighborhood up on the board
(maybe from the reading text).

Teacher will let the class know what
they will be learning about today:
Jobs in the neighborhood. Teacher
will let students know that they will
be learning about the different jobs in
the neighborhood and what
equipment the people working these
jobs might need.


Teacher will introduce the class to
three characters:
1. Dr. Russo the Doctor
2. Firefighter Bates the
Firefighter
3. Officer Ruiz the Police
Officer
4. Mr. Kim the Librarian

Teacher will be doing an opening
move activity with the students.
Teacher will be dividing the students
into groups of 4 and each group will
have a bag with Dr. Russo, Firefighter
Bates, Officer Ruiz, and Mr. Kim will
be inside the bag as well as different
equipment. The groups must work
together to sort the different pictures
of equipment inside the bag to fit the
respective character and the
characters specific job in the
neighborhood (ex: Students will place
helmet next to Firefighter Bates).
Teacher will scaffold this opening
move activity by practicing with
Officer Ruiz the Police Officer (Ex:
Officer Ruiz would need a police car,
police hat, and police uniform)
Teacher will check for understanding
by asking students what the steps are
for the activity.

Opening Move Debrief: Teacher will
ask volunteers to come up and share
which equipment they gave to which
character. Teacher will have Fred,
Patty, and Danny on different pieces
of board paper and students will tape
Students


Students who volunteer will share with the
class what they remembered from the
previous days lesson and what the word
neighborhood means.

























Students will be in groups of 4. Students
will work together to sort the different
pictures of equipment inside the bag to fit
the respective character and the characters
specific job in the neighborhood.


















Students will come up to the front of the
classroom and tape the picture of the
equipment to the board paper with the
character he/she thinks the equipment
belongs to. At times, students will be asked
to explain why their group decided to put
Resources/
Materials

Picture of a
neighborhood
from text






Jobs in the
Neighborhood
sign
Vocabulary
words
Neighborhoo
d and
Equipment
Sign


4 Characters
on a popsicle
stick






Bags with
characters cut
out,
equipment
pictures cut
out, paper

















Board paper,
tape

















10
mins

























20
mins



















equipment to the characters board
paper. These will serve as graphic
organizers that will be used
throughout the lesson. Teacher will
write the equipment name next to the
picture. Teacher will then say, Later
on, Dr. Russo, Firefighter Bates, and
Mr. Kim are going to be our friends
who will help us understand the
different jobs in the neighborhood
and what kind of equipment they
might need and use in their jobs

Read aloud:
Teacher will introduce the book
Percys Neighborhood to the students.
Teacher will explain that the book will
introduce the characters we briefly
met and what job they have in the
neighborhood. Teacher will read the
book and ask questions to check for
understanding throughout the read
aloud. Teacher will implement pair
share for students with certain
questions.





City of Room 12s Neighborhood
Tour Activity:
Prior to the actual neighborhood tour,
explain some neighborhood tour
rules (ex: respect neighborhood and
do not yell while walking etc). Due to
the limited space in the classroom,
teacher will not have students go
around the classroom for the tour.
Rather, students will stand up and
pretend like they are walking when
they are walking in place. Each stop,
will bring students to four different
places in the neighborhood (like the
four different jobs in the book,
sequenced in the same way). Each
section will have a model of the
location where the respective
character works, the character itself,
and the equipment the characters
may use for their specific job.
the equipment with that particular
character.











Students will be actively listening as the
teacher reads the book Percys
Neighborhood to the students. Students will
work in pairs when teacher asks students to
discuss a certain question about the book.
Students will occasionally share out with
the group about what they discussed in
pairs.


















Students will be walking around the
classroom while going on the City of Room
12s Neighborhood Tour. Students will be
listening to the characters as the characters
explain their role in the neighborhood as
well as the equipment they use. Characters
will be interacting with the students and
students may engage in a Q&A time with the
characters. Students will be asked to
sequence the book as well as the
neighborhood tour using the words: First,
Next, After, Lastly























Percys
Neighborhood
book























City of Room
12s
Neighborhood
Tour sign,
Models of
different
settings from
the book for
the
neighborhood
tour, signs of
the sections,
character cut
outs,
equipment
pictures/prop
s (ex: fire
truck),
sequence
word signs






























15
mins
























Estima
ted
Total:
60
Mins



Locations will be labeled and each
character will explain to the students
the different equipment he/she uses
in the field. Teacher will have the
different papers from the opening
moves activity to have a visual for the
students while the character is
explaining the different equipment to
the students. Students may also
engage in a Q&A time with the
characters. Teacher will also
incorporate sound effects (ex:
walking will have street sounds, fire
station will have siren sounds). After
the neighborhood tour is complete,
teacher will briefly go over sequence
words using text first and then
activity second as reference
(Sequence will be the same). First
we went to the ______ to visit ________.
Next we went to the ________ to visit
__________. Then we went to the
____________ to visit __________. Lastly
we went to the ___________ to visit
_________. Explain to students that
these words help us place our activity
in order.

Dear _______ Writing Activity:
Teacher will ask students to be
choosing one of their favorite
characters from the book and write a
letter to them. Teacher will scaffold
the writing portion by having the
following sentence frame on the
board:
Dear ___________________,
I saw the ______________ today.
(Ex: Dear Firefighter Bates,
I saw the fire truck today.)
Students will have the opening moves
activity paper with the equipment
sorted to each character as well as the
name of the equipment for the
students to use to support their
writing. Teacher will then have the
students put their letters inside an
envelope and submit their letters to
the classroom mailbox to be delivered
to the characters. Teacher will check
for understanding prior to the writing
activity and have students retell the
steps of the writing activity.





























Students will be asked to draw a picture of
their favorite character and write a letter to
their favorite character from the book and
from the Neighborhood Tour. After
students are finished drawing and writing
the letter, they will place their letters inside
an envelope to have the letters be delivered
to their favorite characters.





















































Picture/Writi
ng Template,
opening
moves activity
paper boards,
envelope,
classroom
mailbox